Despite evidence supporting the implementation of book sharing interventions, few studies have examined the value of providing caregiver training in these contexts. This study draws on the quantitative findings of a larger project that employed a non-randomized comparison group crossover repeated measures design as part of a mixed research approach. The goal of the study was to determine the outcome of a caregiver training video on the book sharing behaviours of 40 caregiver–child dyads in an impoverished peri-urban settlement in South Africa. Children in this study were aged 3 to 6 years of age. Caregivers included older siblings, parents, and other relatives. Findings revealed a significant improvement in caregiver shared reading behaviours in both experimental and comparison groups after viewing the caregiver training video, both within and between groups. The significant change in the shared reading behaviours of the caregivers and children, coupled with the positive impact observed in the children and the cost-effective nature of the intervention, suggest that training videos may constitute an effective intervention medium with the potential to promote children’s literacy as a population-based intervention in majority world settings.

尽管有证据支持实施图书共享干预措施，但很少有研究检查了在这些情况下提供看护者培训的价值。本研究借鉴了一个较大项目的定量发现，该项目采用了非随机比较组交叉重复测量设计作为混合研究方法的一部分。该研究的目的是确定一个照护者培训视频的结果，该视频介绍了在南非贫困的郊区定居点中40位照护者-儿童双子本的书本分享行为。本研究中的儿童年龄为3至6岁。照顾者包括年长的兄弟姐妹，父母和其他亲戚。调查结果显示，观看了看护者培训视频后，实验组和比较组的看护者共享阅读行为都有了显着改善，在小组内部和小组之间。照顾者和儿童共享阅读行为的显着变化，以及在儿童中观察到的积极影响以及干预措施的成本效益性质，表明培训视频可能构成一种有效的干预手段，具有促进儿童识字的潜力作为大多数世界环境中基于人群的干预措施。